Achievement Standard Chinese Foundation to Year 2

By the end of Year 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢， 再见， 请, using learnt sounds, formulaic phrases, and verbal and non-verbal …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 3 and 4 Chinese

The nature of the learners At this level children are developing awareness of their social world and memberships of various groups, including of the Chinese class. They benefit from varied, activity-based learning which builds on their interests and …

Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 3 and 4

By the end of Year 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？ 你上几年级？ …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 5 and 6

By the end of Year 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗？；我们可以六月份一起去. They summarise the main points of information …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU028

Use nouns, adjectives and simple sentences to record observations

Elaborations ScOT Terms

ACLCHU028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU029

Identify similarities and differences in the organisation of simple familiar texts

Elaborations ScOT Terms

ACLCHU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC002

Interact with simple written texts in familiar contexts to contribute to class discussions[Key concepts: self, family; Key processes: reading, planning]

Elaborations ScOT Terms

ACLCHC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC005

Respond to and create simple Chinese stories, songs and rhymes, reproducing rhythm and sound patterns to express feelings[Key concept: imagination]

Elaborations ScOT Terms

ACLCHC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC086

Respond to simple narratives and create short texts about imagined characters and events[Key concepts: experience, imagination; Key processes: recounting, responding]

Elaborations ScOT Terms

ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC003

Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts[Key concepts: self, family, information; Key processes: describing, conveying]

Elaborations ScOT Terms

ACLCHC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC018

Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities[Key concepts: family, friendship, exchange; Key processes: participating, noticing, recognising, responding, listening]

Elaborations ScOT Terms

ACLCHC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC021

Respond to and create simple imaginative texts using voice, rhythm, and appropriate gesture and action[Key concept: imagination; Key processes: feeling, participating, noticing, recognising, responding, listening]

Elaborations ScOT Terms

ACLCHC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC022

Create short written imaginative texts using simple characters and short sentences[Key concepts: characters, events, plot; Key processes: participating, noticing, recognising, responding, listening]

Elaborations ScOT Terms

ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC034

Exchange correspondence and create simple written material to plan future activities and events and contribute ideas[Key concepts: friendship, community, recreation; Key processes: collaborating, exchanging]

Elaborations ScOT Terms

ACLCHC034 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC037

Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts[Key concepts: character, viewpoint; Key processes: connecting, expressing, responding]

Elaborations ScOT Terms

ACLCHC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC039

Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English[Key concept: equivalence; Key processes: interpreting, translating]

Elaborations ScOT Terms

ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC102

Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction[Key concepts: experience, adventure, journeys, fantasy, description; Key processes: responding, describing, adapting]

Elaborations ScOT Terms

ACLCHC102 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC103

Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning[Key concepts: respect, directness and indirectness, representation; Key processes: translating, interpreting]

Elaborations ScOT Terms

ACLCHC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum